Development and Evaluation of an Adaptive Grading/Learning System (AGLS)
Kevin Matthews
December 11, 2008
Committee
Dr. Tom Janicki (chair)
Abstract
This research investigates the development and evaluation of an adaptive learning system based on pedagogy. Following implications found while surveying learning theory, the goal of this research is to improve the quantity, quality, and speed of feedback as it pertains to the grading of basic computer competency skills. Feedback has been identified as a key component of student success. This research builds upon the previous knowledge of the cognitive, behavioral, and resource-based views of learning. A system with a certain level of automation was developed that allows instructors to quickly grade multiple complex computer literacy assignments. This system was named the Adaptive Grading/Learning System (AGLS). Key to the success of the system was the ability to “learn” the correct and incorrect responses and store them for future use. To understand the impact of the AGLS on feedback, four hypotheses were created and experiments were developed to test them. The AGLS was shown to positively affect the quality and speed of feedback.
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